Student Name: Chris L
Unit: Magnets
Assessor: Jay Fogleman
Score: 38/45
Level: Grade 8. Necessary Revisions:
Need to correct typos.
Need to include representations of content including notes and readings where appropriate.
Standards not met are indicated by in the rubrics below.
Notes/Comments:
Should clean up unit cover page; add title, delete instructions, check spelling.
Lesson 1 - Intro to Magnets
If you are going to cite national standards, they should be content standards, not teaching standards.
You state that the lesson lasts one day, but you don't say how long each period lasts.
First objective is good.
Objectives should state way students will be able to do as a result of learning. Do not say "Students will show understanding....".
Opening
Include the instructions you will give for each science starter.
Include the questions you will ask.
Engagement
How will you display the KWLs for each period?
What do you mean when you say "magnetic interactions modeled for them?" What will you actually do?
What will you say about magnet safety?
Closure
What will you ask during the discussion?
Lesson: 2. Discussion of Discoveries
You should include content standards in your lesson plan instead of the teaching standards.
Context
Good description of how this lesson fits into your sequence.
Good description of DOKs.
Good description of differentiation strategies.
Where are your vocabulary lists?
Opening
How will you "gauge their prior knowledge?"
You need to include more details about what you will ask during you class discussions.
Engagement
You lesson plan would be more usable if you separated the engagement section into separate activities.
What about "how scientists make conclusions" are you going to teach?
How will you have students rewrite or reorganize their words into categories?
How will you organize this discussion? What will be included in students' notes?
Closing
Where is the note sheet?
What are the advantages/problems with turning this assignment into a competition.
Assessment
It is not clear how you will award points for participation. Why not assess their understanding more explicitly? For example, you could ask each students to write down three things they have learned about magnets.
Lesson: 3. Guided Reading about Magnets
Standards
You should paste in the GSE.
Context
What aspects of active reading will you focus on?
You should list the misconceptions that you anticipate students having.
Objectives
It is unnecessary to write "show an understanding of basic principles." Just state your objectives in terms of what students will be able to do.
Limit you objectives to what students will learn about magnetism or about specific strategies. Do not include statements about working collaboratively unless students are taught something about collaboration and then allowed to apply these new ideas.
Opening
You should note what you will say to connect the opening activity to the day's lesson. You say that the starter questions will serve as guides for their reading, but you do not tell them that as far as I can see.
I think that the first activity in your engagement is actually part of your opening. You're trying to tie the lesson to their prior experience. Isn't this one of the purposes of the opening?
Engagement
Where is the reading assignment? You should include the reading assignment (scanned) as well as your reading notes with your lesson plan.
Closing
Is updating the KWL important to your lesson? If so, include it. Do not say "time permitting," since it is your task to manage how time is spent during each period.
Lesson: 4 Magnet Field Image Activity
Standards
Context
Bad word choice: children will be "force to..."
In your plans to differentiate instruction, you talk about having three levels of packets. Why not have just one level but adjusting the completion requirements as needed for individual students?
Objectives
Opening
Where is the picture you refer to?
What questions will you ask to review the reading from the previous day?
Engagement
What answers do you anticipate for these opening questions? Is you goal to initiate thinking or will you answer the questions/misconceptions at this time?
You need to try this activity!!
Explain what the student artifacts looks like.
Lesson: 5: The Earth as a Magnet
Context
What will the questions that you pose focus on?
You mention the students being at "yellow light" status. Do you use this term with students? Why or why not? If so, where to you explain it to them?
In your accommodation section, you mention grouping the low and high ability students together. Why do you think this is a good idea? How does this relate to the article on groupwork (Blumenfeld, 1996) that we read in class
Opening
In your opening, you ask a series of questions. Do students' answers have to be correct at this pint?
What will you say to transition to the lesson activities.
Engagement
What questions will Ss start with?
You should include an example of "good" notetaking.
How do Ss "read in pairs?" Won't they spend their time talking?
Closing
When you focus students by threatening them with a test, aren't you teachign that most learning is just test prep? Do you believe this?
You plan to have the class update the KWL. What main ideas about magnetism will Ss take about from today's lesson?
Lesson: 6: Review Game Day
There are numerous typos in this lesson plan. Please proofread for spelling and punctuation.
Objectives
What do you mean by "Students will reason that magnets exert forces?"
How about: Students will provide examples that serve as evidence that magnets excert forces on each other."
Engagement
What questions will you use for your review game?
Why offer extra credit if you can get away from it?
What will other students do during time when students are answering questions independently?
Why not require everyone to record questions and answers?
Lesson: 7: Build a Compass
Objectives
What do you mean by students "transferring their knowledge from previous units?" What will this look like?
You should write objectives that state what each student will be able to do as a result of day's learning:
They will explain _.
They will create _.
They will construct ___.
Engagement
Don't you think that much of this engagement should be moved into the opening?
Will you connect this activity with their reading about magnetic fields?
Your plan should answer:
What will students be doing? Why?
How will students be grouped? Why?
What is their goal?
How much time will they have?
What will happen after they finish?
You should probably model the procedure, unless you have a reason not to.
Closing
You focus on how scientists work, but won't you include something about the earth's magnetic field?
What do you mean that it isn't directly in the GSEs? If a topic is not in the GSEs, then you should be thoughtful about why you include it. I agree that students need to understand something about current to understand electromagnetic induction, so you should explain that in the context section.
You list several handouts that are not included in your lesson plan. You should include these as well as your keys.
Objectives
Don't you think students already know about atoms?
Opening
Are you going to relate motors to magnetism? You use the phrase "move on to motors," which sounds like you are leaving magnetism behind.
Engagement
I agree with you that this lesson will be boring. Why do you want to do it this way?
Why not start with a series of questions and demos?
What types of phenomena and representations will you use for each idea?
How will you connect the idea of atoms with electric current? You need to do this in two ways: (1) Each atom's electrons can create a current if they are orbiting the nucleus in a certain way, and (2) atoms arranged in arrays can allow their electrons to flow freely through the material, allowing macroscopic electric current to flow through wires.
Don't allow yourself to be "boring." This is a sign you have not thought through the lesson sufficiently.
Closing
Assessment
How is the quiz a formative assessment? What will its items tell you about students' level of understanding?
Lesson: 9: What Else Creates Magnetic Fields?
Standards
Where is the GSE?
Opening
Nice idea to start with crane demo. Have you done this before? If not be sure to leave plenty of time to setup demo.
Shouldn't the question you as be something like: Are there other ways to create magnets?
Engagement
Why would you have them do guided reading about electromagnets instead of constructing electromagnets?
You should show some examples of electromagnets in action, e.g. cranes, electrically controlled valves, starter solenoids, speakers, and earphones.
Lesson: 10: Magnets Jigsaw
Lesson not planned as yet. What are the objectives?
Standards
Context
Objectives
Opening
Engagement
Closing
Lesson: 10 Introduction to Motors
Standards
Should paste the appropriate GSEs into your lesson plans.
Context
You should include the activity sheet in your materials list, as well as in your lesson plan.
Be sure you create a motor before-hand.
Opening
How will you relate this activity to previous lessons on magnetic fields and electric currents?
Engagement
What will you look for when circulating among students? What supports will you be ready to provide?
Possible resource:
Closing
How will you make sure students get a chance to think through how the commutator is switching the direction of the current in the motor?
Evidence/ Comments:
5. Lessons relate to GSEs and school curriculum
Evidence/ Comments:
4.
Evidence/ Comments:
4. Lessons are focused on GSEs, and include a variety of opportunities to address students' prior knowledge.
Evidence/ Comments:
3.
Evidence/Comments:
4. Science starters are used to engage students daily.
Evidence/Comments:
5. Accommodations and differentiation strategies are cited.
Evidence/Comments:
3. Beyond lab activities, no technology is used.
Evidence/Comments:
3.
Evidence/Comments
3. Numerous opportunities for active learning are included in the unit .
Evidence/Comments:
3. There are numerous assessment strategies used in the unit.
Evidence/Comments:
3. There are spelling and grammatical errors.
NSTA Content Evaluation
Number
NSTA Standard
Portion of Unit Plan
Score
Evidence / Comments
1a. Content:
Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association;
Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards;
•Two Benchmark* lessons.
(* Lesson whose primary activity is conveying information)
2.
1c.
Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure
Lesson Plans
3
1d,
understand research and can successfully design, conduct, report evaluate investigations in science.
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Inquiry Lesson Plan(s)
3
2. Nature of Science.
Candidates:
understand the historical and cultural development of science and the evolution of knowledge in their discipline;
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Lesson Plans
3
Students are given several opportunities to "act like scientists."
3. Inquiry
Candidates
understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge;
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Inquiry Lesson Plan(s)
3
4. Issues
Candidates
understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues;
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Unit Rationale
Lesson Plans
3
5.a General Teaching Skills
Candidates
vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding;
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Lesson Plans
4
A variety of teaching strategies are planned.
5. c-e
Candidates
successfully organize and engage students in collaborative learning using different student group learning strategies;
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Lesson Plans
4
6. Curriculum
Candidates
understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards;
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Unit Rationale
Learning Goals
Concept Map
4
Lessons are organized around ideas in GSEs.
7
Community
Candidates
identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science;
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Lesson Plans
3
8. Assessment
Candidates
use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students;
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Assessment Plans
Lesson Plans
Summative Assessment
4
9. Safety
Candidates
understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials;
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
Student Name: Chris L
Unit: Magnets
Assessor: Jay Fogleman
Score: 38/45
Level: Grade 8.
Necessary Revisions:
Notes/Comments:
Evidence/ Comments:
5. Lessons relate to GSEs and school curriculumEvidence/ Comments:
4.Evidence/ Comments:
4. Lessons are focused on GSEs, and include a variety of opportunities to address students' prior knowledge.Evidence/ Comments:
3.Evidence/Comments:
4. Science starters are used to engage students daily.Evidence/Comments:
5. Accommodations and differentiation strategies are cited.Evidence/Comments:
3. Beyond lab activities, no technology is used.Evidence/Comments:
3.Evidence/Comments
3. Numerous opportunities for active learning are included in the unit .Evidence/Comments:
3. There are numerous assessment strategies used in the unit.Evidence/Comments:
3. There are spelling and grammatical errors.NSTA Content Evaluation
•Overview
•Rationale
•Unpacking Learning Goals
•Concept Map
(* Lesson whose primary activity is conveying information)
and understand
and
can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
Candidates:
understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world;
engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Candidates
engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Candidates
engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Lesson Plans
Candidates
successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds;
Candidates
understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students; and
create and maintain a psychologically and socially safe and supportive learning environment.
Candidates
plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Learning Goals
Concept Map
Community
Candidates
involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Candidates
use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;
use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Lesson Plans
Summative Assessment
Candidates
know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.